Academic literature on the topic 'South Australian Certificate of Education'
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Journal articles on the topic "South Australian Certificate of Education"
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Leverenz, Peter. "Australian studies in the South Australia certificate of education." Journal of Australian Studies 15, no. 29 (June 1991): 6–11. http://dx.doi.org/10.1080/14443059109387051.
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Papier, Joy. "Table of Contents." Journal of Vocational, Adult and Continuing Education and Training 3, no. 1 (October 22, 2020): 1. http://dx.doi.org/10.14426/jovacet.v3i1.114.
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page iv. Editorial team
page v. Acknowledgements
page vi. Editorial - Joy Papier
page 1. Incorporating principles of expansive learning and activity theory in curriculum design to bridge work and education contexts for vocational teachers - James Garraway and Christine Winberg
page 22. Developing a WIL curriculum for post-school lecturer qualifications - André van der Bijl and Vanessa Taylor
page 43. Teacher industry placement in Australia: Voices from vocational education and training managers - Annamarie Schüller and Roberto Bergami
page 67. Motivating styles in dual, initial vocational education and training: Apprentices’ perceptions of autonomy support and control - Valentin Gross, Jean-Louis Berger, Matilde Wenger and Florinda Sauli
page 89. Factors that influence the employability of National Certificate (Vocational) graduates: The case of a rural TVET college in the Eastern Cape province, South Africa - Nduvazi Obert Mabunda and Liezel Frick
page 109. Experiences of women students in Engineering studies at a TVET college in South Africa - Sophia Matenda
page 126. Growing the TVET knowledge base in the south: South African postgraduate output, 2008–2018 - Joy Papier and Simon McGrath
page 143. Interview with Adrienne Bird - Johann Maree
page 153. Contributor biographies
page 156. Editorial policy
page 158. Call for papers: JOVACET 4(1), 2021
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Manuel, Jackie, and Don Carter. "“I had been given the space to grow”." English Teaching: Practice & Critique 14, no. 2 (September 7, 2015): 100–120. http://dx.doi.org/10.1108/etpc-02-2015-0007.
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Purpose – This paper aims to provide a critical interpretative analysis of an innovative model of assessment in subject English in New South Wales, Australia. The purpose of this paper is to explore the theoretical and practical dimensions of assessment in the English Extension 2 course. This course forms part of suite of senior secondary English courses within the Higher School Certificate program that includes high-stakes external examination. Design/methodology/approach – The paper draws on methods of documentary analysis. It sits within the tradition of curriculum research that critiques pre-active curriculum documents as a primary source for interpreting the theoretical and pedagogical principles and assumptions encoded in such documents. A social constructionist approach informs the analysis. Findings – The model of assessment in the New South Wales (NSW) English Extension 2 course provides students with the opportunity to engage in sustained research and the production of a major piece of work. In its emphasis on student creativity, reflective practice, metacognition and independent research, the course exemplifies the ways in which the principle of assessing both process and product as organic is achievable in a context of high-stakes external examinations. Originality/value – In an era of high-stakes, external and standardised testing regimes, this paper challenges the normative definitions of assessment prevalent in secondary schools, particularly at the senior secondary level. The assessment model underpinning the NSW English Extension 2 course offers a robust alternative to the increasingly prescriptive models evident in current education policy and practice. The paper calls for renewed attention to the potential for such a model of authentic assessment to be considered in the assessment programs of other subjects constituting the curriculum.
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Freeman, Meredith. "Australian studies in the Victorian certificate of education." Journal of Australian Studies 15, no. 29 (June 1991): 1–5. http://dx.doi.org/10.1080/14443059109387050.
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Johnson, Bruce, Murray Oswald, and Kym Adey. "Discipline in South Australian Primary Schools." Educational Studies 19, no. 3 (January 1993): 289–305. http://dx.doi.org/10.1080/0305569930190305.
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Keast, Vicki J. "Gender Bias in New South Wales Higher School Certificate (HSC) Physics." Australian Journal of Education 66, no. 1 (December 15, 2021): 26–39. http://dx.doi.org/10.1177/00049441211059239.
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A sense of belonging is an important factor for the persistence of girls in the study of physics. Content and imagery that presents the field as a masculine domain will undermine belonging and make it more difficult for girls to establish a physics identity that is congruent with their gender identity. The physics syllabus, final examinations and commonly used textbooks associated with the New South Wales Higher School Certificate were examined for gendered content. It was found that an emphasis on the history of physics in the syllabus has resulted in content and images in which male figures significantly outnumber female figures. This gendered content will be counter-productive to other efforts to increase the participation of girls in physics and suggestions on how this can be addressed are made.
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Williamson, Kirsty. "Independent Learning and the Use of Resources: VCE Australian Studies." Australian Journal of Education 39, no. 1 (April 1995): 77–94. http://dx.doi.org/10.1177/000494419503900106.
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Independent learning and the use of resources are important to most, if not all, Victorian Certificate of Education subjects. This paper reviews the literature on independent learning, preference for resources and the teaching of information skills and then reports on a study carried out during 1990 which focused on the VCE subject, Australian Studies. The study included an examination of attitudes of teachers to independent learning, the use of resources by students and teachers and the level of students' information skills. A significant finding was that many students were not competent in using resources and few teachers were trained in teaching information skills. Information skills teaching was ad hoc and only limited moves had been made to integrate it into the curriculum on a co-ordinated, whole-school basis.
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Palmer, Geoffrey. "Some Thoughts on Legal Education." Victoria University of Wellington Law Review 48, no. 2 (October 2, 2017): 209. http://dx.doi.org/10.26686/vuwlr.v48i2.4745.
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As well as holding a practicing certificate for over 50 years, Sir Geoffrey Palmer has spent years teaching law, both in the United States and in New Zealand. Here, he reflects on his experiences of the law as a student, a practitioner and as a teacher and makes some observations about what this means for the discipline of law. The address concludes with the thought that what it means to be learned in the law is changing, and legal education has to change with it. Address delivered at the Australian Law Teachers Association (ALTA) 2016 Conference in Wellington on 7 July 2016.
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Rayner, Wendy, Scott Hawkins, and Haydn Lush. "Chaplaincy in South Australian State Schools." Journal of Christian Education os-48, no. 1 (May 2005): 25–30. http://dx.doi.org/10.1177/002196570504800105.
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Oosthuizen, Annelie, and Riëtte Eiselen. "An investigation into the extent to which the National Senior Certificate equips university finance students with required skills." Journal of Economic and Financial Sciences 4, no. 1 (April 30, 2011): 31–50. http://dx.doi.org/10.4102/jef.v4i1.333.
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Higher education institutions have an obligation to provide graduates with the necessary knowledge and skills to enter the workforce and contribute effectively to the financial and economic development of the country. After 1994, the South African educational system was redesigned. One of the major events in this process was the replacement of the Senior Certificate (NATED 550) by the National Senior Certificate, awarded for the first time in 2008. Questions have been raised as to whether the National Senior Certificate curriculum prepares learners adequately for success in university studies. The purpose of the exploratory research reported on in this article was to investigate the perceptions of students on the skills acquired in the National Senior Certificate, as well as the skills required to succeed in their university studies. The study was conducted amongst the first-year B.Com (Finance) students during the 2009 academic year at a South African higher education institution. The results of the study indicate that these students felt that they lacked some of the critical skills required for academic success at university.
Dissertations / Theses on the topic "South Australian Certificate of Education"
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Crowe, Anna Aletta. "Standards of South African Senior Certificate Biology examinations : 1994 to 2007. Volume 1 : Chapters and references." Doctoral thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/10306.
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Includes bibliographical references.Public examinations, such as the South African Senior Certificate (SC) examinations at the end of Grade 12, signal two messages to the society in which they operate: first, the competencies that are valued, that is, its standards; second, the required level of mastery in these competencies that are construed as indicators of success. The SC examinations certified successful students as competent to enter the workforce and, if they obtained a matriculation exemption, qualified them for admission to tertiary study. The SC was not a part of an explicit standards-based curriculum, and there is thus little understanding, but much public speculation, about the relationship between student achievement in the SC examinations, competency and standards. In an attempt to understand this relationship - with a particular focus on the role of standards - in the SC Biology examinations over a period of time, the answer to the following research question was sought: What did the SC Biology examinations in South Africa assess; did their focus change during the period 1994 to 2007; and, if so, what did this change mean?. Both in South Africa and internationally, "standards" is an often-used educational term, the meaning of which has become confused in the literature and by public use. In this study, a methodology to make explicit the standards inherent within the SC Biology examinations - and the relationship between standards and student achievement - was developed, described and applied.
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Turk, Naomi Esther. "Access to music education in South Australian state secondary schools /." Title page, contents and introduction only, 2001. http://web4.library.adelaide.edu.au/theses/09AR/09art9391.pdf.
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Baartman, Nomakhaya. "Perspectives of Post Graduate Certificate in Education (PGCE) students on the effectiveness of school based mentoring." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/5641.
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Effective mentoring is essential for the development of student-teachers. A sequential explanatory mixed method study was conducted in order to analyse the perspectives of Post Graduate Certificate of Education (PGCE) students on the effectiveness of school based mentoring. Thirty-six (36) PGCE students from a higher education institution in the Eastern Cape participated in this study. Firstly, quantitative questionnaires were used to gather data from all the participants followed by qualitative semi–structured interviews from a purposive sample of five (5) participants in order to enrich the study. This study analysed PGCE students’ perspectives of mentor teacher practices. In doing so the study evoked Hudson and Peards’ Five Factor Mentoring Model. This model includes Personal Attributes, Systems Requirements, Pedagogical Knowledge, Modelling and Feedback. From the findings, PGCE students reported that Teaching Practice (TP) is a stressful period full of anxieties, excitement and fears, hence they need to be guided and supported by knowledgeable and specialist teachers (mentors). Mentors play a significant role in supporting and guiding student-teachers during TP. From the analysis of PGCE students’ perspectives, the research suggested that those who were supported and guided by their mentors experienced positive mentoring during TP. Those who experienced negative mentoring reported limited time for mentoring and unavailability of the mentors as the causes. They further expressed that they wished mentors were understanding, good models who treated them as teacher candidates not as students and gave them constructive feedback. Finally, they indicated that the partnership between host schools and the university needs to be improved.
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Ojoo, Annabel Raduma. "A comparative evaluation of environmental education practices in South Australian schools /." Title page, contents and abstract only, 1998. http://web4.library.adelaide.edu.au/theses/09ENV/09envo39.pdf.
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Blunt, Sandra Viki. "An analysis of how the Senior Certificate examination constructs the language needs of English second language learners." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1006243.
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The Senior Certificate (SC) examination, a focus of the research described in this thesis, has an important function in terms of the quality of the education system overall and also in terms of the contribution of education to the achievement of national goals. The SC examination functions i) as a measure of achievement at school ii) as an indicator of work readiness and iii) as an indicator of the potential to succeed in higher education. This thesis offers a critique of the SC examination in respect of its functions. The way in which learners' language related needs are constructed is crucial in discussing the SC examination's legitimacy since perceptions about the needs of learners are reflected in what is taught and assessed. Since the majority of candidates writing the SC exarnination do so using a language which is not their mother tongue, the research described in the thesis attempted to identify the way in which the English second language (ESL) SC examination papers construct learners' needs. Examination papers represent a particular domain of social practice and are constructed through discourse. In the context of the research described in this thesis, discourses are understood as sets of ideas which are shared by communities of people and which give rise to practices which then define and sustain those communities and, thus, the discourses themselves. Discourse is language insofar as it converges with power and positions people in the interests of power. The ideological nature of discourse necessitates a critical orientation to research which interrogates, challenges and critiques the status quo. To identify the discourses constructing ESL learners' needs I conducted a critical discourse analysis on a representative sarnple of ESL SC exarnination papers and also interviewed six ESL examiners to corroborate the findings of the analysis. This then allowed me to identify several dominant discourses constructing ESL learners' needs: meaning-related, literature-related and process-related. The first meaning-related discourse, 'Received Tradition' discourse, focuses on the rules of grammar and spelling. Rather than approaching language as a resource to enable learners to understand the ideas to which they are exposed, learners are being taught discrete 'skills' to equip them for higher education study and the workplace. It is argued that school-based language literacy practices are not generalizable to the workplace and to higher education. Another aspect of 'Received Tradition' discourse holds that the study of English literature is a medium for understanding life and that there is moral value in teaching English literature. Learners are therefore constructed as lacking these values and their needs as having to acquire them. 'Received Tradition' discourse also overlaps with a second meaning-related discourse, 'Autonomous Text' discourse, which holds that the text's meaning is explicit and that if the learners can manipulate the rules of English grammar, 'have' vocabulary and can spell, they can retrieve meanings from texts they encounter in a wide range of contexts and construct texts for themselves. It is argued that a lack of awareness that meaning is constructed through recourse to other contexts, texts and the learner's experience is disadvantaging ESL candidates. 'Language as an Instrument of Communication' discourse, the last meaning-related discourse identified, sees language as the vehicle used to convey ideas, thoughts, information and beliefs, which are viewed as having been constructed independently of language. It is assumed that the answers, which, according to 'Autonomous Text' discourse, are in the text, can be conveyed if the tools of language are used correctly. The first literature-related discourse identified is 'Literature Study Develops Language Proficiency'. It is argued this is a misperception since language is learned as part of situated practice and instruction must thus be embedded in meaningful communicative contexts involving situated practice. The second literature-related discourse identified, 'Literature Study is a Medium for Understanding Life', is connected to the 'Received Tradition' discourse referred to above which holds that there is moral value in teaching English literature. This research identifies the ideological implications of these discourses, arguing that values are culture-specific and learners from diverse socio-cultural backgrounds experience life differently from the way it is depicted in English literature. Process-related discourses, which are part of the processes of teaching and assessment, concern the inadequacy of the ESL learner and of the markers and therefore dictate what can and cannot be expected of ESL learners in the SC examination. The research showed how all of the above discourses work through the SC curriculum to impose the values and beliefs of particular dominant groups on the ESL learner. Because of the robust and invidious nature of discourses this is a cause for concern. Although it is difficult to set a school leaving examination which serves both workplace and academic functions, there is a need to move beyond traditional, hegemonic approaches to understanding language learning. This thesis offers an analysis which can be used to inform practice.
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Treu, Paul Matthew. "Motivation of teachers for the implementation of the further education and training certificate (Grades 10-12)." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/623.
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Educational change in South Africa has been met with stern resistance and educators are faced with enormous difficulty in implementing new policies and curricula. Educators who have been deskilled over the years are now all of the sudden required to think ‘outside the box’ and to undergo a complete mindset change regarding the implementation of the new Further Education and Training curriculum. The new challenges educators have to cope with, heavily impacts on their day to day working conditions and subsequently their motivation. Due to the increased awareness and concern with regards to the level of educators’ motivation, this research study is based on the research question, namely how motivated educators were for the implementation of the new Further Education and Training curriculum and secondly, to explore guidelines to enhance their motivation. In an attempt to provide answers to the research problem, a qualitative research design was adopted for this research and was undertaken in two phases. In Phase 1, the data gathering consisted of semi-structured group interviews. The data was then coded into themes, sub-themes and categories and served as the basis for the interpretation of how motivated educators were for the implementation of the new Further Education and training curriculum. Four main themes emerged from the data analysis; Teachers expressed distrust in the Department of Education; Negative expectations of FET are based on the inadequate training teachers received; Teachers are de-motivated and display a low morale; Few aspects contribute to a positive attitude. Phase 2 offered recommendations, derived from the findings of Phase 1, to enhance the motivation of educators for the implementation of the new Further Education and Training curriculum. It was evident from the data analysis that educators were experiencing difficulties in coping with the heavy demand being placed on their shoulders to effectively implement the new curriculum. They displayed negative feelings towards the Department of Education who expected them to implement change within a limited time-frame. The conclusion was reached that educators are in desperate need for motivational strategies and support to enhance their emotional well-being, motivation and self-efficacy.
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Rowe, Karina Janece. "A framework for environmental education in South Australian secondary schools : the missing ingredient." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09ENV/09envr878.pdf.
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Bibliography: leaves 84-86. Shows how environmental education could be incorporated within the current South Australian secondary school structures and critically evaluates current programs. Investigates a different frame work (International Baccalaureate Middle Years Program), as a means for overcoming some of the limitations for environmental education presented by the current DETE framework; and, student perceptions of what makes a successful environmental education program.
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Engelbrecht, Mardine. "The relevance of the National Certificate Vocational at Technical Vocational Education and Training colleges for the South African tourism industry." Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2580.
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Thesis (MTech (Tourism and Hospitality Management))--Cape Peninsula University of Technology, 2017.The study was planned to investigate the relevance of the National Certificate Vocational tourism programme for the South African tourism industry in terms of the employability and skills required by tourism students to work in the tourism industry, once they graduated. The main objective of this study was to identify the challenges facing the National Certificate Vocational tourism programme, with sub-objectives focussing on the level of graduates’ employability, articulation from the National Certificate Vocational programme to higher education, as well as on the skills and abilities needed by National Certificate Vocational lecturers to teach in their specific field. The research was conducted in the form of an empirical survey to gather information using research questionnaires. A mixed methods approach, using both a quantitative and qualitative methodology, was employed to gather relevant data for the study. Qualitative questionnaires were distributed to a target population comprising conveniently selected National Certificate Vocational Tourism graduates (a total sample of 100), and National Certificate Vocational lecturers (a sample of 50 suitably qualified persons), at four Technical Vocational Education and Training colleges in the Western Cape. Personal interviews were conducted with ten conveniently selected tourism industry employers and role-players. Ten specifically identified representatives of tourism and government education departments and other government organisations were also part of the target population. The first part of the study looked at the history of Vocational Education and how it is practised in other countries. The history of the National Certificate Vocational programmes within South Africa is explained, as well as the challenges facing the National Certificate Vocational tourism qualification and its relevance to the tourism industry in South Africa. Results from the research suggested that National Certificate Vocational tourism students are only employable in small to medium micro enterprises (SMMEs) once they graduate. It was concluded that graduates would need more experience and practical knowledge to be employable in the wider tourism labour market. The results confirm that the updated National Certificate Vocational tourism curriculum is critically important to make the qualification more relevant to the South African tourism industry.
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Mahomed, Carmel Claire. "Adequacy of the postgraduate certificate in education at higher education institutions in the Eastern Cape to develop the work-intergrated learning skills of student teachers." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/1008.
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This study investigated whether the PGCE adequately develops the WIL skills of student teachers. WIL skills have contributed extensively to the effectiveness of the facilitation of teaching and learning in schools. The definitions of WIL in this study refer to the skills required to succeed in practice. The four domains of Danielson provide the WIL skills, namely Preparation and Planning, the School Environment, Instruction and Professional Responsibilities. The study showed that there is a link between the four domains and the capacity of student teachers to integrate the theory they acquire at the HEIs and practice in the schools. The quantitative approach is referred to by Creswell (2005:39) as a type of educational research in which the researcher decides what to study, asks specific narrow questions, collects numeric data, which is numbered data from participants, analyzes these numbers using statistics, and conducts the inquiry in an unbiased, objective manner. As this study requires numeric data that ask specific questions, two questionnaires were distributed. One questionnaire was directed at school – based mentors and the other at PGCE student teachers. The mentors rated the students’ capacity in the four domains and the students rated themselves on the same items based on the four domains. The research instrument provides insight from school-based mentors with regard to whether there is a balance between the theoretical knowledge provided by HEIs and the WIL skills that student - teachers need. The questionnaires completed by PGCE student teachers provided perspectives from the students with regard to the relevance of their WIL skills for the schools at which they were placed. The hypothesis for this study is: The PGCE makes a significant contribution to the development of the WIL skills of ITE student teachers. Some of Some of the key findings in this study indicated that: • Constant curriculum changes in the schools create uncertainty for student teachers. • Student teachers need assistance to motivate learners to take pride in their work and achievements. • Managing learner behaviour is cause for concern for student teachers. • Language proficiency continues to be problematic in the teaching and learning environment, because it impacts on questioning, discussion techniques and the student teachers’ capacity to explain concepts. • Student teachers need assistance with the pacing of their lessons. • Adjusting their lessons, which requires spontaneity from student teachers is needed. • Opportunities need to be created for student teachers to gain access to the parents of their learners. • Student teachers need to devote more time to the development of reflective skills. • Excessive administrative tasks hamper delivery in the classroom and teacher and learner productivity. The findings strongly suggested that a significant relationship exists between the WIL skills of PGCE students and their effectiveness as facilitators of learning. The findings of the study indicated that the PGCE curriculum needs to incorporate the crucial WIL skills as identified in the four domains. The findings of this study supported the hypothesis that the PGCE makes a significant contribution to the development of the WIL skills of Initial Teacher Education student teachers (ITE).
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Dali, Christopher Malizo. "Adequacy of the advanced certificate in education to develop the work-intergrated learning competencies of principals: a case study." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1342.
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The aim of this study was to explore the adequacy of the Advanced Certificate in Education (School Leadership) programme to develop the school principals’ workintegrated learning competencies (WILCs) at the Higher Education Institutions (HEIs). One of the objectives of this study was therefore to determine the extent to which the Advanced Certificate in Education (ACE) – School Leadership (SL) programme could utilise emotional intelligence (EI) to develop the principals’ intrapersonal and interpersonal competencies for collegial leadership. Another objective was to explore the school principals’ perceptions of their emotional competencies that could link their theoretical studies at the Nelson Mandela Metropolitan University (NMMU) with their practical learning experiences in their schools. Presently, one of the major programmes that could use EI in the development of school principals’ WILCs is the ACE (SL) programme offered by HEIs. The challenge for HEIs, such as the NMMU, is to offer an ACE (SL) programme that is capable of empowering principals from divergent school backgrounds. This would enable them to better understand and interpret the contextual evironments in their schools and their emotional relationships with their teachers as colleagues. The purposively selected research participants for this study comprised of school principals from one hundred and thirty rural, urban, township and farm schools. These schools are located in areas such as Lusikisiki, Bizana, Kokstad, Maluti, Mount Frere, Mount Fletcher, Cradock, Graaff-Reinet, Uitenhage and Port Elizabeth. For the purposes of triangulation, forty-two semi-structured questionnaire responses, five focus group interviews, ten in-depth interviews, and the school principals’ portfolio reflections, were used in the collection and analysis of the data. The findings of this interpretive, explorative, descriptive, and phenomenological study revealed that generally, the school principals had satisfactory levels of EI, firstly especially in terms of their intrapersonal competencies such as adaptability, v achievement drive, commitment, initiative and optimism. The school principals valued the opportunity afforded to them by the ACE (SL) programme to discuss their individual emotions and experiences with principals from similar and different school contexts. The ACE (SL) programme helped them to interrogate and express their own perceptions and experiences and the WILCs required in their leadership positions in schools. Secondly, the findings on the effectiveness of the interpersonal WILCs revealed that most of the school principals were adept at inducing desirable feelings and actions in their teachers. The feedback from the semi-structured questionnaire, the in-depth interviews, the focus group interviews, and the principals’ reflection portfolios indicated that EI could strongly influence the development of the WILCs of school principals. Politically astute principals know how to collaborate with teachers to achieve school goals. They create a culture of trust and achievement as they collaborate as colleagues in their schools. In conceptualising the development of the WILCs of school principals, one of the major recommendations emanating from this study is the utilisation of the WILCs model to develop the school principals’ collegial leadership abilities. The WILCs model was developed as a recommendation to provide a common language for discussing emotional capabilities and guidance for a host of WILCs such as self-awareness, selfregulation, empathy, conflict management, building bonds, enabling and inspiring others to develop in a collaborative and collegial manner. Underpinning the WILCs model are five major assumptions. The first assumption is that although the intrapersonal and interpersonal competencies are essential, generic and could be applied to any organisational context, the focus in this study is on school principals and their school environments. The second assumption of this model is that the WILCs are the result of rigorous research and represent a way of describing the effective leadership abilities of principals within their school contexts. The third assumption is that the WILCs are interrelated, complex, and serve to highlight key elements of effective leadership in the school environment without privileging one over another. Fourthly, the conceptual basis for the construction of the WILCs model is the vi empowerment of principals and their interpersonal relationships with the wider school community. Fifthly, and a highly relevant assumption for school principals, this WILCs model brings together the social constructivist essence of the two epistemic sites of learning discussed in this study – the schools and the HEIs – and the interconnectedness between EI and IQ in the development of principals’ WILCs for collegial leadership. Evidently, principals cannot solely depend on their experiences only to hone their leadership competencies. Formal programmes, such as the ACE (SL) programme, are essential to develop the WILCs of school principals. Nothing less should be contemplated to develop their collegial leadership competencies.
Books on the topic "South Australian Certificate of Education"
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Rigney, Daryle. Report on Aboriginal students and the South Australian Certificate of Education (SACE). Wayville, S. Aust: Senior Secondary Assessment Board of South Australia, 1998.
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Employment and Skills Formation Council (Australia). The Australian vocational certificate training system. [Canberra]: National Board of Employment, Education and Training, 1992.
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Long division: State schooling in South Australian society. Netley, S. Aust: Wakefield Press, 1986.
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Vicary, Adrian. In the interests of education: A history of education unionism in South Australia. St. Leonards, N.S.W: Allen & Unwin, 1997.
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Aboriginal music, education for living: Cross-cultural experiences from South Australia. St. Lucia, Qld: University of Queensland Press, 1985.
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Werner, Mark C. Destination and career pathways of enrollees from selected South Australian TAFE programs, 1990-1994. Leabrook, S. Aust: National Centre for Vocational Educational Research, 1998.
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Larsson, Yvonne. The World Education Fellowship: Its origins and development with particular emphasis on New South Wales, the first Australian section. London: Australian Studies Centre, Institute of Commonwealth Studies, University of London, 1987.
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Bebbington, Warren Arthur. College library service for music courses: A report prepared for the Library, South Australian College of Advanced Education. [Brisbane]: The College, 1985.
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National, Information Literacy Conference (3rd 1997 Canberra S. Aust ). Information literacy: The professional issue : proceedings of the third National Information Literacy Conference conducted by the University of South Australia Library and the Australian Library and Information Association Information Literacy Taskforce, 8 and 9 December 1997. Adelaide: University of South Australia Library, 1998.
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Conference, Australian and New Zealand Comparative and International Education Society. Quality and equality in education: Proceedings of the 13th annual conference of the Australian and New Zealand Comparative and International Education Society, Flinders University of South Australia, 9-11 December, 1985. [North Ryde, NSW]: Macquarie University, 1985.
Find full textBook chapters on the topic "South Australian Certificate of Education"
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North, Delia, and Temesgen Zewotir. "Transforming Statistics Education in South Africa." In Topics from Australian Conferences on Teaching Statistics, 43–57. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-0603-1_4.
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McCallum, Faye, and Brenton Prosser. "River Journeys: Narrative Accounts of South Australian Preservice Teachers during Professional Experience." In Narratives on Teaching and Teacher Education, 91–106. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230622913_7.
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Marsh, Kathryn, Catherine Ingram, and Samantha Dieckmann. "Bridging Musical Worlds: Musical Collaboration Between Student Musician-Educators and South Sudanese Australian Youth." In Visions for Intercultural Music Teacher Education, 115–34. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21029-8_8.
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de Eyto, Adam. "‘Growing Oak Trees' - Education for Sustainable Design." In Practice, Progress, and Proficiency in Sustainability, 584–604. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5856-1.ch030.
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Designers and engineers seem finally to be awakening to the challenge that sustainable development presents. Educators and students alike are keenly aware of the need to become more effective in the training and practice of their specific disciplines with respect to sustainability (Mulder, Segalas-Coral, & Ferrer- Balas, 2010). This chapter illustrates and animates a number of critical themes in education for sustainable design that have been developed within the Irish context. However, these are scalable within the international context for training and ‘up skilling' of product designers, engineers and other design professionals. The chapter focuses on the co-design, development, validation and piloting over two years of a CPD (Continuing Professional Development) course for Design Professionals in Sustainable Design. The research outlined in this work also qualitatively assesses appropriate models for educating for sustainable design thinking with design professionals, small to medium enterprise (SME) employees and undergraduate design students. The educational methodologies that were developed were evaluated over an eight year period with case study groups including: Industrial and Product Design undergraduate students at the Institute of Technology, Carlow (IT Carlow) and Professional designers taking the SDI (Sustainable Design Innovation) Certificate at IT Carlow. A parallel program (Winnovate) which aimed to up skill SME's in the South East of Ireland was also developed as a separate case study. All the case studies were benchmarked against initiatives in the Netherlands, Germany, Spain, Wales and Australia as well as collaboration with the University of Limerick, Ireland as a means of establishing current best practice.
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Ruinard, Elizabeth, and Judith McNamara. "Conceptualising Recognition of Prior Learning Processes in the Age of Open Learning." In Open Learning and Formal Credentialing in Higher Education, 1–17. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8856-8.ch001.
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This chapter interrogates what recognition of prior learning (RPL) can and does mean in the higher education sector—a sector in the grip of the widening participation agenda and an open access age. The chapter discusses how open learning is making inroads into recognition processes and examines two studies in open learning recognition. A case study relating to e-portfolio-style RPL for entry into a Graduate Certificate in Policy and Governance at a metropolitan university in Queensland is described. In the first instance, candidates who do not possess a relevant Bachelor degree need to demonstrate skills in governmental policy work in order to be eligible to gain entry to a Graduate Certificate (at Australian Qualifications Framework Level 8) (Australian Qualifications Framework Council, 2013, p. 53). The chapter acknowledges the benefits and limitations of recognition in open learning and those of more traditional RPL, anticipating future developments in both (or their convergence).
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Goswami, Manisha. "India and Australia's New Education Policy." In Strategic Cooperation and Partnerships Between Australia and South Asia, 146–65. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8657-0.ch007.
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Nepal, Bangladesh, and Indian education sectors suffer from limited foreign collaborations; less research orientation; redundant and obsolete curricula; and less relevance of courses with job opportunities available. Especially in the case of India, few initiatives were taken to improve quality of education. India adopted new education policy that opened the doors to strategic collaboration with international universities, as India has begun to concentrate on vocational education and training for the first time. This research examines the scope and restrictions of institutional partnerships between India, other SAARC nations, and Australian higher education institutions. This study is based on the analysis of data presented in the different case studies like Rajasthan Royals and Deakin Australian Universities, IIT Bombay and Monash Australian, Indian Academy of Science and Innovation Research (AcSIR) and RMIT Australian University.
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"Marginal Integration: The Reception of Refugee-Background Students in Australian Schools." In Refugees, Immigrants, and Education in the Global South, 208–22. Routledge, 2013. http://dx.doi.org/10.4324/9780203067734-19.
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Jones, Tiffany, and Lynne Hillier. "The Australian Context." In Sexual Orientation, Gender Identity, and Schooling, 289–309. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780199387656.003.0017.
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This chapter explores the strong relationship between research and policy for same-sex attracted and gender diverse (SSAGD) youth in Australian education. It outlines the first phases of Australian research on the experiences of SSAGD youth and their corresponding well-being, particularly in school contexts over the past 20 years. It then describes how cultural changes in broader Australian society, strategic advocacy, and the promotion of Australian research findings have contributed to policy and practice changes around SSAGD youth issues within government and school communities. Specifically, it shows how particular policy documents and intervention initiatives in Victoria and New South Wales stemmed from research work. It also shows the value of shifting the research lens onto the impacts of these new policies.
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"‘And Your Corporate Manager Will Set You Free…’: Devolution in South Australian Education." In A Socially Critical View Of The Self-Managing School, 173–91. Routledge, 2005. http://dx.doi.org/10.4324/9780203973882-16.
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Sandhu, Kamaljeet. "Digital Strategic Partnership for Australian and South Asian Enterprises." In Strategic Cooperation and Partnerships Between Australia and South Asia, 76–94. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8657-0.ch004.
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This study aims to identify the important roles in digital strategic partnership for Australian-Asian enterprises. Research has shown that the world's two biggest economies in the coming years will be in Asia, and they are China and India. Australia's strategic location and close geographic proximity to Asia and its engagement in economic, business, education, health, cultural, and technological cooperation have led to opportunities in digital strategic partnership for Australian-Asian enterprises. A case study approach is used to analyse the strategic investment opportunities in digital and telecommunication technologies with Australia and Asian trading partners to develop a digital strategy. Over many years, Australia has demonstrated leadership for exchange of strategic information, ideas, and closer participation with Asia, which has led to building a strong relationship in terms of government-to-government, people-to-people, and business-to-business, which can be transformed for innovative digital strategic partnership in the South Asian region.
Conference papers on the topic "South Australian Certificate of Education"
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"Views and Tendencies of Introducing Computational Thinking in Australian Schools [Research in Progress]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4348.
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Aim/Purpose: This paper discusses theoretical and curricular aspects of computational thinking in curriculum and challenges noticed on introducing recent ICT perspectives in Australian Schools. Background: It presents the way computational thinking is defined and understood in curriculum documents and a set of relatively new implementations that were de-signed nationally and in the New South Wales state. Methodology: This paper uses qualitative research methods such as content analysis and text analysis methods. Contribution This research analyzes some recent trends in introducing computational thinking and explore the was these reforms are described in the official documents. Findings: It was noticed that although the importance of computational thinking was highly emphasized, the documents cannot describe a consistent implementation of this set of educational policies, as at this time implementing computational thinking largely underperforming. Recommendations for Practitioners: It is recommended a more systemic way of designing policies and curriculum content for the integration of computational thinking in Australian schools. Future Research: Future research needs to explore reasons for delaying these reforms of introduc-ing computational thinking.
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Jewels, Tony, and Nina Evans. "Ethical IT Behaviour as a Function of Environment." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2881.
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Research is currently being undertaken to compare attitudes and behaviour towards ethics in information technology between students at an Australian and a South African university. This work provides a background to ethics from the literature from which a behavioural model for micro-level ethical standards is proposed. Using a theoretical underpinning of Fishbein & Azjen’s Theory of Reasoned Action, a survey document has been developed to identify and compare what constructs most affect an individual’s intention to behave in situations requiring ethical considerations.
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Kiss, Eszter, Michelle Barker, and Parlo Singh. "International undergraduate business students' perceptions of employability." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9354.
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Graduate employability is a highly contested topic by education providers, employers and governments. The responsibility of universities to enhance students’ employability through work-integrated learning (WIL) opportunities is also debated. This study explored international students’ understanding of employability skills and their self-perceptions of their employability at an Australian university. It also investiaged students’ perception of the universities’ role in enhancing employability. A qualitative approach informed by Social Cognitive Career Theory (Lent, Brown & Hackett, 1994), used multiple focus groups comprising 18 international undergraduate students from Brazil, China, Colombia, India, Papua New Guinea, South Korea in their final semester at an urban Australian university. The key findings are: (1) Participants were unable to differentiate between employability skills, personality traits and job-specific skills; (2) The importance of social skills and networking were recognised by Chinese respondents, in particular; (3) The perceived level of work-readiness was higher among respondents who had previous work experience; (4) The inclusion of more practical WIL components in the degree program calls for curriculum review; (5) Creating opportunities for students to apply their knowledge and skills in professional contexts is highly desirable. The findings highlight curriculum considerations needed in the development of high-quality WIL experiences that will enable students to apply the knowledge and skills learnt in the classroom, thus enhancing their self-efficacy about their employability.
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Thalluri, Jyothi, and Joy Penman. "Sciences come alive for first-year university students through flipped classroom." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5169.
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This paper discussed an initiative implemented for on-campus first-year nursing and midwifery students studying Human Body, which covered core Anatomy and Physiology, at a South Australian university. The initiative implemented was flipping the classroom with the objective of facilitating active learning. Formal lectures were replaced by student-centred activities that encouraged studying the topics before coming to class, discussing their understanding and misconceptions, and determining the new learning that was achieved during class. A post-flip classroom survey was used to gauge the impact of the initiative on students. Of the 532 students enrolled in the science class, 188 students completed the questionnaire for a 35% response rate. The survey queried students’ views about the flipped classroom, their experience/s with the teaching format, the learning that transpired, engagement with content and study materials, what they liked about it, impact on their test scores, and areas to improve the initiative. Findings showed 60% preferred the flipped classroom approach,.Students were actively engaged with and challenged by the content. They actively participated and learned, and found the flipped classroom to be interactive,enjoyable and fun. In fact, 77% of respondents recommended flipped classroom to future students.
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Penman, Joy, and Kerre A Willsher. "New Horizons for Immigrant Nurses Through a Mental Health Self-Management Program: A Pre- and Post-Test Mixed-Method Approach." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4759.
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Aim/Purpose: This research paper reports on the evaluation of a mental health self-management program provided to immigrant nurses working at various rural South Australian aged care services. Background: The residential aged care staffing crisis is severe in rural areas. To improve immigrant nurses’ employment experiences, a mental health self-management program was developed and conducted in rural and regional health care services in South Australia. Methodology: A mixed approach of pre- and post-surveys and post workshop focus groups was utilized with the objectives of exploring the experiences of 25 immigrant nurses and the impact of the mental health program. Feminist standpoint theory was used to interpret the qualitative data. Contribution: A new learning environment was created for immigrant nurses to learn about the theory and practice of maintaining and promoting mental health. Findings: Statistical tests showed a marked difference in responses before and after the intervention, especially regarding knowledge of mental health. The results of this study indicated that a change in thinking was triggered, followed by a change in behaviour enabling participants to undertake self-management strategies. Recommendations for Practitioners: Include expanding the workshops to cover more health care practitioners. Recommendations for Researchers: Feminist researchers must actively listen and examine their own beliefs and those of others to create knowledge. Extending the program to metropolitan areas and examining differences in data. E technology such as zoom, skype or virtual classrooms could be used. Impact on Society: The new awareness and knowledge would be beneficial in the family and community because issues at work can impact on the ability to care for the family, and there are often problems around family separation. Future Research: Extending the research to include men and staff of metropolitan aged care facilities.
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Owolabi, Janet Iyabode, and Josiah Owolabi. "Evaluating Gender Differences on the Impact of Moodle and Edmodo Learning Management System Platforms on Students’ Achievement in Word Processing." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.300.
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Word Processing skills are required today by every business education student on graduation. Acquisition of necessary skills in word processing, is therefore non-negotiable. This study sought to evaluate gender differences on the impact of Moodle and Edmodo platforms on mean achievement scores in Word processing skills among business education students in South-West, Nigeria. The study adopted the non-randomized pretest and posttest, control group, quasi experimental design using 3 x 2 involving intact classes for the treatments. Three null hypotheses were postulated and tested for significance at 0.05 level. The sample comprised 249 National Certificate in Education (NCE) business education students in three federal colleges of education in South-West, Nigeria. Data was collected using the Word processing achievement test (WPAT) whose reliability index was found to be 0.770. Analysis of data was done using descriptive statistics and Analysis of Covariance. Findings revealed a significant main effect of Moodle (LMS) platform on post achievement scores of participants. Two-way interaction effects of treatment and gender on achievement scores in word processing skills was not statistically significant. It was recommended among others that the use of Moodle platform be employed to improve on male and female business education students’ achievement in word processing skills.
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Penman, Joy, and Jyothi Thalluri. "The Impact of a University Experience Program on Rural and Regional Secondary School Students: Keeping the Flame Burning." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3654.
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[This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology] Aim/Purpose : The uptake of university by regional students has been problematic for various reasons. This paper discusses a program, initiated by a South Australian regional university campus, aimed at attracting regional students into higher education. Background: A qualitative descriptive approach to study was used to determine the value of the program on participating students and school staff. Year 10 students from Roxby Downs, Port Augusta and Port Lincoln high schools were invited to participate in a two-day regionally-focussed school-university engagement program that linked students with the university campus and local employers. Methodology: A survey was administered to determine the impact of the program. Perceptions about the program by school staff were gathered using a modified One-Minute Harvard questionnaire. While 38 Year 10 students and 5 school staff members participated, 37 students and 3 staff evaluated the program. Findings: The findings revealed that the majority of the students would like to attend university, but financial and social issues were important barriers. The students learned about the regional university, what it can offer in terms of programs and support, and the employment prospect following university. The school staff benefited by developing a closer relationship with students and becoming better informed about the regional university. Recommendation for Practitioners: One way by which university uptake may be increased is to provide similar immersion programs featuring engagement with employers, our recommendation to other regional universities. In increasing the levels of education, individuals, communities and the society in general are benefited.
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Hawking, Paul, and Brendan McCarthy. "The ERP eLearning Model for the Delivery of ERP( SAP R/3) Curriculum into the Asian Region." In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2398.
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Enterprise Resource Planning (ERP) systems offer a software-based system that handles an enterprise’s total information system needs in an integrated fashion. Such systems have seen a phenomenal growth in the last decade in the US, Europe and Australian markets. With the recent upturn in South-East Asian economies, an increase in demand for ERP systems is expected and opportunities clearly exist for provision of high-quality ERP education programs in this region. This paper describes the issues and barriers associated with integrating ERP systems into university curricula. It outlines the experiences of Victoria University in offering ERP education through a strategic alliance with SAP. The University is extending its offshore programs by incorporating ERP education to take advantage of the current increase in demand of ERP employment opportunities in the South-East Asian The proposed ERP eLearning Model incorporates four different technologies for the delivery of ERP education into the Asian region via the internet. Each technological solution is discussed and advantages identified.
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"Transition to First Year University Study: A Qualitative Descriptive Study on the Psychosocial and Emotional Impacts of a Science Workshop." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4188.
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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/purpose The purpose of this article is to discuss the psychosocial and emotional outcomes of an introductory health science workshop designed to support and assist incoming health science students before starting their university study. Background For the past two decades, a South Australian university offered an on-campus face to face workshop titled ‘Preparation for Health Sciences’ to incoming first-year students from eleven allied health programs such as Nursing, Physiotherapy and Medical Imaging. While many were locals, a good number came from regional and rural areas, and many were international students also. They consisted of both on-campus and off-campus students. The workshop was created as a new learning environment that was available for students of diverse age groups, educational and cultural backgrounds to prepare them to study sciences. The content of the four-day workshop was developed in consultation with the program directors of the allied health programs. The objectives were to: introduce the assumed foundational science knowledge to undertake health sciences degree; gain confidence in approaching science subjects; experience lectures and laboratory activities; and become familiar with the University campus and its facilities. The workshop was delivered a week before the orientation week, before first-year formal teaching weeks. The topics covered were enhancing study skills, medical and anatomical terminology, body systems, basic chemistry and physics, laboratory activities, and assessment of learning. Methodology In order to determine the outcomes of the workshop, a survey was used requiring participants to agree or disagree about statements concerning the preparatory course and answer open-ended questions relating to the most important information learned and the best aspects of the workshop. Several students piloted this questionnaire before use in order to ascertain the clarity of instructions, terminology and statements. The result of the 2015-2018 pre- and post-evaluation showed that the workshop raised confidence and enthusiasm in commencing university and that the majority considered the workshop useful overall. The findings of the survey are drawn upon to examine the psychosocial and emotional impacts of the workshop on participants. Using secondary qualitative analysis, the researchers identified the themes relating to the psychosocial and emotional issues conveyed by the participants. Contribution The contributions of the article are in the areas of improving students’ confidence to complete their university degrees and increasing the likelihood of academic success. Findings Of the 285 students who participated in the workshops from 2015 to 2018, 166 completed the survey conducted at the conclusion of the initiative, representing a 58% response rate. The workshops achieved the objectives outlined at the outset. While there were many findings reported (Thalluri, 2016), the results highlighted in this paper relate to the psychosocial and emotional impacts of the workshop on students. Three themes emerged, and these were Increased preparedness and confidence; Networking and friendships that enhanced support, and Reduced anxiety to study sciences. Some drawbacks were also reported including the cost, time and travel involved. Recommendations for practitioners Students found the introductory workshop to be psychosocially and emotionally beneficial. It is recommended that the same approach be applied for teaching other challenging fields such as mathematics and physics within the university and in other contexts and institutions. Recommendations for researchers Improving and extending the workshop to provide greater accessibility and autonomy is recommended. A longitudinal study to follow up the durability of the workshop is also proposed. Impact on society The impacts in the broader community include: higher academic success for students; improved mental health due to social networking and friendship groups and reduced anxiety and fear; reduced dropout rate in their first year; greater potential to complete educational degrees; reduced wastage in human and financial resources; and increased human capital. Future research Addressing the limitations of cost, time and travel involved, and following-up with the participants’ academic and workplace performance are future directions for research.
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"Virtual Pathology Learning Resource is proving to be an effective strategy in teaching Pathology to allied health science students." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3972.
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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] The aim of this study was to concept test a novel instructional aid called Virtual Pathology Learning Resource (VPLR), which was used as a vehicle to communicate information, and enhance teaching and learning of basic sciences (Anatomy, Physiology and Pathology) to allied health science students at a South Australian university. Background: Pathology was traditionally taught using potted specimens to independently review macroscopic features of disease. However, this approach alone was found inadequate and ineffective. For one, the potted specimens were not easily accessible for all students. VPLR is a new teaching platform comprising of digitised human normal and human pathology specimens (histology, histopathology), patient case studies, short answer and critical thinking questions, and self-assessment quizzes. Using authentic learning theory as an educational approach, this learning resource was developed to enhance the teaching and learning of Pathology. Methodology: A cross-sectional study design was used. A survey, administered at the conclusion of the course, gathered qualitative and quantitative data concerning the perceptions and experiences of the students about VPLR. The online tool SurveyMonkey was utilised so that students could respond anonymously to a web link that displayed the questionnaire. The effectiveness of the program and its perceived impact on students was assessed using a 18-item questionnaire seeking agreement or disagreement with statements about VPLR, and open-ended questions querying the best things about VPLR, benefits to be derived, and areas for improvement. Descriptive and frequency analyses were performed. Contribution: The VPLR approach involved rich learning situations, contextualised content, and facilitated greater understanding of disease concepts and problems. Findings: In a sample of 103 Medical Radiation students, 42% of students (N=43) responded to the post-intervention survey. The majority of students reported highly positive effects for each component of the VPLR. The overall results indicated that this tool was an effective strategy in teaching Pathology as it assisted students' gaining knowledge and developing professional imaging skills. Recommendations for Practitioners: As students found VLPR to be beneficial, it is recommended that the same approach be applied for teaching of Pathology to other allied health students, such as Nursing. Other universities might consider adopting this innovation for their courses. Recommendation for Researchers: Applying VPLR to other allied health science students will be undertaken next. This innovation will be appropriate for other health science students with particular emphasis on case-based or problem-based learning, and combined with clinical experiences. Impact on Society: In reshaping the way of teaching a science course, students are benefited by a greater depth of understanding of content, and increase motivation with study. These are important to keep students engaged and prepared for practice. VPLR may impact on education and technology trends so that continuous exploration and possibilities of initiatives are ongoing to help students be successful learners. Other impacts are the new forms of learning discovered, and the renewed focus on group work and collaboration and the use of technology in innovation. Future Research: Future directions of this research would be to conduct a follow-up of this cohort of students to determine if the impacts of the innovation were durable, that means the change in perceptions and behaviour are sustained over time.